**4.2. Designing E-Cubers for knowledge management & collaboration**

An essential first step in designing the E-Cubers constellation of CoPs is to determine the unit of organization for each CoP. An initial reaction may be to organize by discipline or subject and adopt one of the emerging trends such as antidisciplinary collaboration [31] (more frequently referred to as Trans-Disciplinary). Unfortunately, during the execution of the DIVOM case studies this work found that the term discipline, regardless of the pre-fix, can be counterproductive for an organization such as E-Cubers. Disciplines are defined as *a branch of knowledge, typically one studied in higher education* [3]. In an academic setting disciplines are organized by Department and progression is based upon an examination and individual qualification organized around an annual academic calendar. Significant status is allocated to qualification with very little reward for collaboration. In some instances, it can be so extreme to be virtually gladiatorial in nature. For this reason, disciplines are regarded as unsuitable for the promotion of collaboration by E-Cubers and will not be used.

Wenger [29] explains that at the core of CoP there must be a shared domain which creates a sense of accountability to a body of knowledge and therefore to the development of a Practice. It is not an abstract area of interest but consists of key issues or problems that members commonly experience. It is not merely a passing issue, which can be addressed by a temporary task force. It concerns complex and long-standing issues that require sustained learning over an extended period. It is essentially a *topic*—*a matter dealt with in a text, discourse, or conversation* [3] as opposed to a *subject*—*a branch of knowledge studied or taught in a school, college, or university* [3]. The word topic has been selected as the unit for E-Cubers CoPs as opposed to domain because it evokes a more succinct and narrow focus than domain. Also, topic does not infer the requirement for examination which is assumed with the word subject.

By limiting each E-Cubers CoP to a clearly defined topic it becomes possible to define the internal structure of a CoP around the five levels of competency, namely *0—None, 1—Novice, 2—Proficient, 3—Independent, 4—Advanced, 5—Expert* [28]. Utilizing this format, individuals can easily declare their level of competence in the topic, without any risk of intimidation or feeling inadequate. Levels *4-Advanced* and *5-Expert* status is achieved based on the production of knowledge assets [28]. Experts are ideally placed to create knowledge assets which helps Novices to *"understand the language"* in an extremely short time period. This enables E-Cubers to achieve Trans-Topic collaboration on the Topic Collaboration Spectrum (see **Figure 5**). This novel approach will enable E-Cubers to achieve an unprecedented level of knowledge creation and dissemination at the topic as opposed to discipline level.

E-Cubers will utilize Office 365 for Education to manage its constellation of CoPs. This means that E-Cubers can collaborate regardless of location and organization boundaries. The correct utilization of SharePoint's CoP site templates enables a Topic-centric Knowledge Management System (KMS), which is of significantly more value for E-Cubers objectives than the discipline centric Learning Management Systems (LMS) frequently utilized by Academic Institutions. This approach facilitates a transition from the existing function of *discipline centric qualifications* to the E-Cubers ALIZA function of *topic centric competence* and an E-Cubers ALIZA strategy of *World-class equipment knowledge assets, for any E-Cuber, anywhere*. The E-Cubers constellation of CoPs facilitates, for the first time, the full collaboration spectrum from Uni-Topic the whole way to Trans-Topic to solve whatever problem is at hand in the I4 Equipment domain. Now

Industry 3.0 to Industry 4.0: Exploring the Transition http://dx.doi.org/10.5772/intechopen.80347 73

Sir Ken Robinson, in his TED Talks on creativity outlines the importance of risk taking. He outlines that *"If you are not prepared to be wrong, you'll never come up with anything original*,*"* and raises the criticism that. *"We are running education systems where mistakes are the worst* 

that is a truly disruptive concept!!!

**Figure 5.** The E-Cubers Topic Collaboration Spectrum.

**4.3. Designing E-Cubers strategies for creativity**

This Trans-Topic collaboration approach has the potential to create an extremely powerful evolutionary knowledge management model. Even though it is not applicable to every Topic, the rate of creation of these knowledge assets can be drastically accelerated for many Topics by organizing CoP domains around technology provider vendor Topics and leveraging their resources. This practice has gained wide acceptance in the IT domain with large technology providers such as CISCO and Microsoft's certified courses being taught by conventional academic institutions. There is no reason why this approach cannot be replicated throughout the E-Cubers constellation of CoPs.


**Figure 5.** The E-Cubers Topic Collaboration Spectrum.

**4.2. Designing E-Cubers for knowledge management & collaboration**

72 New Trends in Industrial Automation

the promotion of collaboration by E-Cubers and will not be used.

An essential first step in designing the E-Cubers constellation of CoPs is to determine the unit of organization for each CoP. An initial reaction may be to organize by discipline or subject and adopt one of the emerging trends such as antidisciplinary collaboration [31] (more frequently referred to as Trans-Disciplinary). Unfortunately, during the execution of the DIVOM case studies this work found that the term discipline, regardless of the pre-fix, can be counterproductive for an organization such as E-Cubers. Disciplines are defined as *a branch of knowledge, typically one studied in higher education* [3]. In an academic setting disciplines are organized by Department and progression is based upon an examination and individual qualification organized around an annual academic calendar. Significant status is allocated to qualification with very little reward for collaboration. In some instances, it can be so extreme to be virtually gladiatorial in nature. For this reason, disciplines are regarded as unsuitable for

Wenger [29] explains that at the core of CoP there must be a shared domain which creates a sense of accountability to a body of knowledge and therefore to the development of a Practice. It is not an abstract area of interest but consists of key issues or problems that members commonly experience. It is not merely a passing issue, which can be addressed by a temporary task force. It concerns complex and long-standing issues that require sustained learning over an extended period. It is essentially a *topic*—*a matter dealt with in a text, discourse, or conversation* [3] as opposed to a *subject*—*a branch of knowledge studied or taught in a school, college, or university* [3]. The word topic has been selected as the unit for E-Cubers CoPs as opposed to domain because it evokes a more succinct and narrow focus than domain. Also, topic does not

By limiting each E-Cubers CoP to a clearly defined topic it becomes possible to define the internal structure of a CoP around the five levels of competency, namely *0—None, 1—Novice, 2—Proficient, 3—Independent, 4—Advanced, 5—Expert* [28]. Utilizing this format, individuals can easily declare their level of competence in the topic, without any risk of intimidation or feeling inadequate. Levels *4-Advanced* and *5-Expert* status is achieved based on the production of knowledge assets [28]. Experts are ideally placed to create knowledge assets which helps Novices to *"understand the language"* in an extremely short time period. This enables E-Cubers to achieve Trans-Topic collaboration on the Topic Collaboration Spectrum (see **Figure 5**). This novel approach will enable E-Cubers to achieve an unprecedented level of knowledge cre-

This Trans-Topic collaboration approach has the potential to create an extremely powerful evolutionary knowledge management model. Even though it is not applicable to every Topic, the rate of creation of these knowledge assets can be drastically accelerated for many Topics by organizing CoP domains around technology provider vendor Topics and leveraging their resources. This practice has gained wide acceptance in the IT domain with large technology providers such as CISCO and Microsoft's certified courses being taught by conventional academic institutions. There is no reason why this approach cannot be replicated throughout the

infer the requirement for examination which is assumed with the word subject.

ation and dissemination at the topic as opposed to discipline level.

E-Cubers constellation of CoPs.

E-Cubers will utilize Office 365 for Education to manage its constellation of CoPs. This means that E-Cubers can collaborate regardless of location and organization boundaries. The correct utilization of SharePoint's CoP site templates enables a Topic-centric Knowledge Management System (KMS), which is of significantly more value for E-Cubers objectives than the discipline centric Learning Management Systems (LMS) frequently utilized by Academic Institutions. This approach facilitates a transition from the existing function of *discipline centric qualifications* to the E-Cubers ALIZA function of *topic centric competence* and an E-Cubers ALIZA strategy of *World-class equipment knowledge assets, for any E-Cuber, anywhere*. The E-Cubers constellation of CoPs facilitates, for the first time, the full collaboration spectrum from Uni-Topic the whole way to Trans-Topic to solve whatever problem is at hand in the I4 Equipment domain. Now that is a truly disruptive concept!!!
